Special Education

Candidates in this course prepare to use valid assessment techniques for screening, placement, programming for, and monitoring progress of individuals with diverse learning needs and disabilities. Emphasis is placed on how to assess for IEP eligibility while minimizing bias. Through collaborative effort, candidates develop IEPs that are meaningful, accessible to the family, and exemplary in terms of instructional, legal, and ethical standards. Course offered once every three semesters.

SPED 190: Professional Partnerships: Special Education Law & Ethics for Collaboration with Families, Schools, & Agencies (3 cr hrs) Candidates examine SPED legislation & relevant case law to develop a foundational knowledge of legal & ethical principles for collaboration as related to the IEP and other legally binding documents. Candidates will interpret & apply legal constructs to understand & develop appreciation for the role of families, schools, community agencies & individuals with disabilities in the process of developing, delivering, monitoring, and evaluating effective SPED services. Course offered once every three semesters.

Candidates apply knowledge of how their behaviors as teachers, the environment and disabilities influence the behaviors of all students including those with disabilities. They develop and deliver effective instruction using behavioral principles within a framework of positive behavioral interventions and supports, and functional behavior assessments. They create and modify behavioral intervention plans to help students whose behaviors may interfere with the learning process. Course offered once every three semesters.

Candidates evaluate the varied characteristics and communication skills of students with extensive support needs such as health care, self-care, community-living, and self-advocacy. They focus on how these support needs affect performance at school. They understand how to apply various definitions of intelligence, disability, and communication. They adopt an inclusive philosophy that promotes self-determination. Course offered once every three semesters.

SPED 270: Teaching the Exceptional Learner prepares teacher candidates to support students with learning exceptionalities in the classroom. The course focuses on understanding exceptionalities, developing individualized educational plans, and adapting instruction to help students with disabilities succeed academically and socially. Candidates examine the roles of educators, families, and other professionals in supporting exceptional learners, and explore current legislation, ethical practices, and the historical foundations of special education. The course also introduces strategies such as differentiated instruction and Universal Design for Learning (UDL) to help teachers plan instruction that addresses a range of student learning needs. Offered only in the Spring. 

SPED 320: Differentiated Instruction provides an in-depth study of teaching styles and learning styles and focuses on aligning instructional strategies with the ways students learn. The course examines the theory and methods of differentiated instruction and explores how teachers can adjust instruction, classroom routines, and resources to address student learning needs within instructional frameworks such as RTI/MTSS. Candidates also learn to evaluate student needs, curriculum, and classroom practices to determine where differentiation should occur and how it can be effectively implemented. A clinical field experience in an exceptional needs setting is required. Offered only in the fall. 

Candidates plan, implement, and evaluate instructional practices, curricula, and methods of supporting learners with severe or multiple disabilities. They examine community-based, educational, recreational, work, and living options and supports. They use task analysis to functionally assess curricular and IEP goals and individualize instruction for all learners. Clinical field experience in an exceptional needs setting required. Course offered once every three semesters.

Candidates evaluate the varied characteristics and communication skills of students with high incidence disabilities, including learning disabilities, emotional and behavioral disabilities and mild or moderate intellectual disabilities. They focus on how these support needs affect performance at school. They understand how to apply various strategies of accommodations and curricular modifications to meet individualized learning needs. They adopt an inclusive philosophy that promotes self-determination. Clinical field experience in an exceptional needs setting is required. Course offered once every three semesters.

Candidates in this course learn collaborative team-work with speech/language pathologists and other professionals in addressing literacy, communication, and language development of children with special needs. They learn to collaborate and consult with professionals in order to evaluate students' needs, contribute to IEP preparation and provide exemplary instruction. Clinical field experience required. Course offered once every three semesters.

Candidates ensure that students have access to grade level instruction with appropriate accommodations in general education curriculum and/or state standards. Candidates design instruction to maximize learner response and participation using principles of Universal Design for Learning. They also ensure that assistive technology provides access to valuable skills, opportunities, and relationships within the school. They adapt their methods of communication to include individuals who access alternative or augmentative communication (AAC). They also implement communicative, instructional, and social platforms for students afforded by recent technology. Course offered once every three semesters.

Candidates, in compliance with IDEA transition assessment requirements, will identify transition assessments and programs suitable for individuals with varying characteristics, skills, and aptitudes. They will accurately interpret assessment results in order to develop appropriate, individualized postsecondary goals. Candidates will develop strategies to report results to students, families, and other team members and work collaboratively to plan for students' self-determination, skill development, and identification of supports and services. Candidates work directly with a student to plan and conduct a portion of a transition assessment. Fall, Spring

Candidates will familiarize themselves with sources of contemporary research and practice in special education. They will conduct a literature review pertaining to a contemporary issue in special education. Based on the results of the review, candidates will provide recommendations for improving special education practice. Candidates will learn how to present the results of their research to colleagues in the field. Fall, Spring